submitted by: foucar-szocki,diane l division of: academic ... · and write a thesis. educational...

Annual Report 2009 - 2010For the year 7/1/2009 - 6/30/2010

Division of: Academic AffairsDepartment of: Learning, Technology and Leadership EducationSubmitted by: Foucar-Szocki,Diane L

Year-End Executive Summary : FACULTY AND STAFF DEVELOPMENT: LTLE

houses three graduate programs (Adult Education, Educational Leadership and Educational Technology)

two minor programs (Human Resource Development, Educational Media), EDUC courses for Educational

Foundations, Diversity and the M.Ed core, the Career Development Academy and is a member of the

English Language Learning Academy, a collective established by Dr. Wishon in 2009 to bring entities

within the college and across the campus together in efforts to address langauge learning needs. ELLA

is co-directed by Drs. Desportes and Foucar-Szocki, with the TESOL program now coordinated by Dr.

Stephanie Wasta. Graduate Program Directors are: Adult Education/Human Resource Development M.S.Ed

Dr. Diane Wilcox and Dr. Jane Thall; Educational Leadership Concentration of the M.Ed: Dr. John Kidd;

Educational Technology Concentration of the M.Ed: Dr. Karen Kellison. Undergraduate Program Coordinators

are: HRD Minor: Randy Snow; Educational Media Minor: Dr. Michele Estes; Educational Foundations

and Diversity is in need of a coordinator as is the M.Ed core in need of someone to shephard the work

and maintain communication across the College. LTLE also has essential faculty who contribute to the

department and University in unique ways. Dr. Griffin, a tenured, full professor dedicated 100% to the

President's Diversity Initiative, has her office in Memorial Hall and counts herself among our faculty.

Drs. Thall and Kidd, fulltime faculty in professional adjunct contracts, are distinguished professionals

with over 30 years of experience. Each brings the intellectual and professional caliber of tenured, full

professors. Our tenured or tenure-track faculty are Drs. Thomas (Assoc), Wasta (Assoc), Wilcox (Assoc),

Kellison (Asst),Estes (Asst)and Bosch (Asst). Collectively, teaching evaluations were excellent, consistently

above the College average. LTLE fulltime faculty published, made national, regional, state or local presentations.

Dr. Wilcox's book with Dr. Pavel XX was published.

CURRICULUM REVIEW AND REVISION: In 2009-10 LTLE faculty built and revamped programs

and curriculum. 1) ELLA revised 3 existing programs, grouped existing courses into an UG Education

Studies minor and submitted a new M.Ed concentration to the College Curriculum committee. These

programs are : a) Pk-12 TESOL UG Licensure Program, b) Pk-12 TESOL MAT Program c) TESOL

non-licensure minor d) Education, Equity and Multiculturalism concentration of the M.Ed, e) TESOL

non-licensure certificate and f) Education Studies minor. Advising was revamped, with Plans of Work

outlines created for each program. Advising of Modern Foreign Language and TESOL students was

distributed to Drs. Wasta, Bosch and CDA personnel Lisa Schick and Steve Lambert, who also teach

in the programs. Currently 72 students are being advised. More are expected as the ELLA faculty work

across departments to create dual licesure opportunities for early, elementary, middle and secondary

licensure candidates.

2) EDUCATIONAL TECHNOLOGY: Dr. Karen Kellison led the revision of the Educational Technology

M.Ed Concentration. Her leadership led to cross-program collaboration, with many courses being redesignated

at LTLE so they may be shared. Enrollment in Ed Tech courses has risen from low single digits, to high

single digits and is expected to keep rising.

ENROLLMENT AND ADVISING: Enrollment and advising responsiblities grew in every LTLE program.

Enrollment in Foundations and Diversity sections increased by 10%. Enrollment in HRD stayed consistient

and AHRD courses increased 22% with 14 students completing their M.S.Ed, all of whom conduct research

and write a thesis. Educational Technology advised 9 M.Ed students and 25 minors. The Educational

Leadership program advised 92 certificate and or/M.Ed students. The Educational Technology program

is very focused on redesign and is actively recruiting students.

The Career Development Academy (CDA) @ Memorial Hall served over 300 people in Memorial Hall

and more at the schools where 21st Century Learning Centers are operating to provide afterschool programming

for Harrisonburg City schools. JMU studentsexperience diverse needs and populations through these

sites. Continuation funding sought for 4 schools, HHS, Skyline Middle School, Smithland Elementary

School and Spotswood Elementary was not awarded, leaving all operations at risk.

SERVICE: See Partnerships

DIVERSITY: All of Dr. Thall's research students are African-American or from ethnically diverse backgrounds.

40% of AHRD M.S.Ed. students were African-American of of diverse, non-caucasian ethnic backgrounds.

CDA faculty represent Chinese, Korean, Russian, Arabic, Latino and Caucasian cultures. CDA expanded

practical field experience opportunities to COE students through partnerships.

PARTNERSHIPS: 1) Dr. Cude and Ms. Schick with CDA and citizenship prep. 2) Dr. Estes and Thall,

Class of 2013 with Harrisonburg High School and Centennial Scholar's;3) Ms. Schick and the CDA with

all 8 Harrisonburg City Schools and Muhlenberg Lutheran Church for 21st Century Community Learning

Centers; 4) Drs. Thall, Wilcox and Mr. Snow with RMH, MillerCoors, C (squared) Learning Systems,for

development of instructional materials through class projects and internships;5) Dr. Thomas with CFI

Arboreteum team; 6) Dr. Kidd with area school divisions through ED Leadership cohort programming

in Winchester, Lexington, Harrisonburg and Martinsville; 7) Bridge Program with Clarke County Public

schools; 8) ED TECH and AHRD faculties with the Center for Instructional Technology, working together

on student and faculty applied and basic Instructional technology research and/or instruction for JMU

faculty 9) HRD faculty with Outreach to offer HRD courses in their certificate programs for adult learners.

ASSESSMENT: Ed Leadership using TK 20. Ed Tech assessments ready for use as revised program

initiates in 2010-11. AHRD assessments ready for use when non-TE programs are supported to use TK20.

UG EDUC courses with key assessments ready to use TK20 when TE and its programs are ready to include

them.

DEVELOPMENT: Submitted 18 grants and/or contract applications. Major applications to VDOE (21st

Century, English Language/Civics) were not funded for 1st time in 5 years. Faculty submitted COE

and IDEA grants, with 6 funded. Little done to increase private giving to LTLE accounts.

Unit Mission Statement : -Advancing learning, technology and leadership education

for all

Changes in the Mission Statement : None

Unit Accomplishments : - 400% increase in Educational Leadership M.Ed and

Certificate (for licensure) enrollment when comparing 2007-08 to 2009-10 from 24 students to 92 students

under direction of Dr. John Kidd.

- Initiated the English Language Learning Academy (ELLA)to advance and coordinate language learning

and licensure across the College, Unit and University.

- ELLA revised 4 existing programs and submitted a new M.Ed concentration to the College Curriculum

committee. These programs are : a) Pk-12 TESOL UG Licensure Program, b) Pk-12 TESOL MAT Program

c) TESOL non-licensure minor

d) Education, Equity and Multiculturalism concentration of the M.Ed, and e) TESOL non-licensure certificate.

Participating faculty include: Dr Stephanie Wasta, Dr. Ruth Bosch, lisa Schick, Stephen Lambert and

Barbara Fagan.

-Publication of Design and Implementation of Educational Games: Theoretical and Practical Perspectives

(Premier Reference Source) edited by

Pavel Zemliansky and Diane Wilcox, with chapters by Drs. Wilcox, Estes, Thall, Kellison and Mr. Snow.

-Dr. Wilcox named College of Education Teacher of the Year

-Dr. Thomas selected as member of the Arboreteum Sustainability Team by CFI.

-Dr. Beverly joins LTLE and is named Belgium FMIR for Fall 2011.

-Class of 2013 Project lead by Drs. Estes and Thall is funded for additional year by President's Office

Diversity Iniatives.

-Dr. Kellison successfully wrestled with the online curriculum system and the graduate school processes

to bring the revamped Educational Technology Concentration of the M.Ed to fruition.

-Dr. Wasta coordinated the UG EDUC course faculty gatherings (EDUC 310, 360) and the TESOL progam.

Major Office / Departmental Accomplishments (Objectives, Results, Use ofResults) by unit for the past fiscal year

Characteristic 1: 20060000001

Goal 1: 20060000001

Objective: 20090000658

Short Description: Provide qualified educational leaders for school divisions

Long Description: The need for qualified educational leaders continues. Meeting the

need requires innovation and felexibility. Educational Leadership faculty are dedicated to meeting this

need and are offering off-site and hybrid programming to provide quality programming for Virginia schools.

They wil: 1) Actively recruit highly qualified teachers through school division visits.

2) Seek practicing administrators as adjunct graduate faculty

3) Communicate regularly with Region V school superintendents

4) Plan offering of newly required 340-hour practicum with school division administrator input and commitment

5) Partner with neighboring graduate institutions and organizations, i.e. VASS, VPEL,VDOE, VAESP,

VASSP

Linked to Previous Objective: -

Linked to Previous Objective Short Description: -

Assessment / Evaluation Methods: 1.Statistics on program enrollement and

completion

2. Test scores, performance tasks, portfolio evidence, comprehensive exam and state licensure test

3. Student entry and exit surveys

4. 5 year alumni and employer surveys

Accomplishments: Spring 2009

Dr. Kidd has initiated a Ed Leadership Outreach cohort program in Lexington, VA. There are 18 students

enrolled in the fall course representing the Buena Vista, Lexington and Buchanan school divisions. In

spring and summer 2009 Dr. Kidd added 3 more Ed Leadership Outreach cohort programs, in Winchester/Fredrick

County, Harrisonburg/Rockingham County and Martinsville, VA. Total anticipated enrollment for fall

2009 is 60 students.

Dr. Perritt served as President of VPEL and Dr. Kidd remains active with VASS, writing a column for

their newsletter.

2009-10

1.92 students are enrolled in Ed Leadership courses

2. 2 sections of M.Ed core courses (EDUC 642) being offered in Summer 2010 due to increased enrollment.

3. Program completers, counted as earned M.Ed or Administrative certificate are rising (completion occurs

in August, thus 2010 numbers are forthcoming). There were nine 2009-10 completers.

Use of Assessment/Evaluation Results for Program Improvement: Programming will respond to need by going off campus and using instructional technology whenever

and wherever possible to meet the needs of the schools where they are. State associations and agencies

will turn to JMU for assitance and advice. More qualified principals for VA schools.


Goal 2: 20060000002


Short Description: Contribute to student learning and leadership development by

establishing an COE/LTLE UG major and a Leadership Studies minor.

Long Description: To meet growing demand for traing and retraining throughout the

globe, LTLE faculty are working together to propose an Instructional Technology and Development

undergraduate major for consideration by the University and SCHEV. This major would be the first of

its kind nationally.

A preproposal for the minor was requested and has been submitted to AJ Morey in the Provost's office.

HRD offerings and Leadership offerings in other colleges would provide needed electives, minor and

major course work for the gro~-wing undergraduate population. This design would also provide needed

practica and internship experiences for LTLE graduate progamming. It is under review and consideration.



Assessment / Evaluation Methods: Success will be known by the:

existence of the major and the minor

Enrollment

tests, performance tasks

recruitment data

surveys of students and employers satisfaction

Accomplishments: Spring 2006:

New courses designed and approved through C&I process

Meetings held with COB leadership in spring '06. agreement in concept.

SCHEV forms completed.

Fall 2006:

Review by COB and budget issues have slowed progress.

Spring 2007:

Concept reviewed and revised by faculty

Forms updated to reflect major name change based on trends in the field

Budget request again submitted

Spring 08

Concept submitted as Leadership Studies Minor to cross-disciplinary programs through pre-proposal

process. Proposal was vetted through LTLE C&I committee, the College of Arts and Letters C&I committee

and forwarded to faculty in CISAT for their review. An advisory committee was formed and a proposal

was submited to and reviewed by AJ Morey and others in the Provost's office. We were told in mid-May

to prepare a C&I proposal for submission. That proposal is under review by the COE Dean

Spring 2009:

1) LTLE faculty are investigating programming that would establish a major in a high needs area where

no program of its type exists in the Commonwealth or in the nation.

2) Leadership Studies Minor:

a. Based on response from others, the Leadership Studies Minor proposal was held until my return

from the fall Semester abroad in Belguim. After much interaction with the Dean and the Provost's office,

the proposal was withdrawn and a University Committee formed to investigate and develop a Leadership

Studies Minor. The committee began meeting in spring 2009 and continues.

b. Currently only HRD 101 is offered by athletic advisors to incoming freshman athletes each fall.

Efforts to enhance and strenghten offerings are ongoing. Change is difficult due to resource limitations

and past practice. Offering the remainder of the courses requires personnel not currently on staff. Offering

these courses would provide needed electives for undergraduate students and practica and internship

experiences for LTLE graduate progamming.

2009-10

1) Leadership Studies Minor committee, under direction of AJ Morey, continued to meet and concluded

lack of fiscal and conceptural support for minor from participating departments. Effort was abandoned

2) LTLE faculty sent survey to all JMU students regarding an Applied Learning Technologies major.

Responses (n=337) indicated interest. Literature and market analysis identify a need and growing employment

opportunities. Faculty changed proposal name to Instructional Design and Development. Dr. Estes is

working closely with Dr. Morey with intentions of submission during 2010-11.

Use of Assessment/Evaluation Results for Program Improvement: Faculty work to meet growing demand for instructional design and development professionals, school

leaders, human resource developers, analytic leaders and professional educators through existing courses

and programs. This objective is advanced to meet growing societal need through viable undergraduate

programming worthy of investment.


Goal 5: 20060000005


Short Description: Strengthen existing LTLE programs to meet needs through an

Instructional Feedback Lab, an Emerging Technologies Lab, a core instructional technologies course

(EDUC 370) for teacher ed, a M.Ed in Social Foundations and Diversity, a strengthened HRD minor

and contributing to alternative licensure.

Long Description: Explore offering EDUC 370 for all teacher education programs

Test Instructional Feedback lab uses

Articulate LTLE programs possible contributions to alternative licensuring

Explore establishment of non-teaching Foundations & Diversity M.Ed.

Institute HRD/AHRD offering of HRD 385 and a summer internship

-To provide a challenging, supportive environment with heightened intellectual stimulation, professional

development, instructional innovation, and optimum competencies in critical thinking and information

technologies through in-class and distance education, ultimately providing additional technologies that

are widely accessible, initiate a pilot program through COE Technology faculty to use cutting edge equipment,

software to research the impact of media on learning at all levels of education and workforce development.

This will also allow them to better prepare all COE students with current instructional strategies for

achievement of SOL’s and organizational objectives, assisting COE in advancing its standing as a world

class College of Education. Educational media design, instructional technologies and educational strategy

are the research foundation for LTLE faculty members. Their science is the science and art of instruction.

Technologies and software are advancing at a rapid pace. Our faculty are not currently able to research,

test review, revise or implement new technologies due to lack of appropriate space, equipment and support.

This effort will enhance faculty technology skill, provide expert assessment of instructional technologies

and provide stronger curriculum for use by all programs in the COE, resulting in better prepared teachers,

trainers and military personnel with technologies available to more students and faculty.



Assessment / Evaluation Methods: -Participating Faculty assessment of

technologies; student assessment of classroom instruction; nonparticipating faculty assessment of needs

for implementation; rate of adoption analysis; cost/benefit analysis; life cycle analysis; tests to assess

learning outcomes by students using alternative technologies.


1. The Instructional Feedback and Emerging Technologies Labs exist.

2. Two new faculty, Drs. Estes and Kellison are leading efforts to make good decisions about and use

of these facilities. They are meeting with the Technology Committee and prior Ed Tech faculty (Purcell,

Clemons, Kolvord) to redesign the Ed Tech Master's program.

3. Significant purchases were made to populate the Emerging Technologies Lab

4. The COE 3245 instructional lab negotiations led to it becoming a University Lab with new MAC's

being installed in summer '09.

5.Course and program proposals are being submitted to C&I for approval

6.Dr. Shaeffer leads a review team that is considering instructional technology needs at the UG level,

among other things. LTLE faculty serve.

7. Program review for the M.Ed and the HRD minor continues.

2009-10

1. Revised Ed Tech M.Ed concentration approved.

2. Revised Ed Media minor approved

3. Most EdTC, HRD and AHRD prefixes changed to LTLE to allow for cross program use and integration.

4. EDUC 370 exists and ready to be revamped for TE students across programs.

5. EDUC 370 made a 'core' course for UG TESOL licensure program.

6. HRD 385 renamed to LTLE 385, Instructional Design and made a requirement for the Educational

Media and HRD minor.

7. Instructional Feedback Lab (Mem 3350-55) to be used by math faculty in fall 2010 for research and

instructional development.

8. Reconstituted Technology Committee, under direction of Dr. Clemens, is developing a COE technology

plan. LTLE faculty inform plan and remind colleagues, that instruction in Ed Tech requires access to

cutting edge resources/strategies thay may not be adopted or adoptable Collegewide. Recognition of

the unique instructional needs within Instructional and Educational Technology are progressing. More

progress is needed.

9. Dr. Clemens is leading the effort so secure a PC lab for Memorail Hall so that Dr. Estes and Kellison

can teach IT courses in the building, rather than Godwin Hall.

10. Purchase of Noldus Usability tools allowed Dr. Estes to work with graduate students to assess web-based

practices in advance of their use by CIT to teach JMU faculty, resulting in thesis research for an AHRD

grad student. This is a positive step in efforts to bring sophistication to the Ed Tech program.

11. Emerging Technologies Lab (MEM 3220) procedures established. ETL now ready to better support

applied research projects for graduate students. Few additional emerging technologies acquired due to

budget contraints.

12. Education, Equity and Multiculturalism concentration of the M.Ed developed and proposed to Curriculum

committee.

13. Ed Leadership M.Ed and Certificate courses being taught using video-teleconferencing, allowing

for synchronous instruction to students in Martinsville, Harrisonburg and Winchester. This will be extended

in the coming year.

Use of Assessment/Evaluation Results for Program Improvement: Educational media design, instructional technologies and educational strategy are the research foundation

for LTLE faculty members. Their science is the science and art of instruction. Our faculty will be better

able to research, test review, revise or implement new technologies with appropriate space, equipment

and support, enhance faculty technology skill, provide expert assessment of instructional technologies

and provide stronger curriculum for use by all programs in the COE, resulting in better prepared teachers,

trainers and military personnel with technologies available to more students and faculty. Programs in

teacher education and other COE programs would increase the adoption of appropriate technologies for

use in teacher preparation and instructional programming in educational settings. Faculty, both technology

and other, are better prepared for 21st Century instruction and more likely to implement instructional

innovations that have been tested, assessed and reviewed by colleagues, seeking design support for use

in their courses also, not just the technology preparation courses, thus addressing Unversity characteristics

5 and 17 also.


Goal 5: 20060000005


Short Description: Use TK20 for key assessments and to make data-driven decisions

Long Description: Align all LTLE program Key assessments with JMU/COE Conceptual

Framework, and appropriate NCATE standards and SPA standards.

Use the new COE database management system for all LTLE programs



Assessment / Evaluation Methods: Each program has key assessments and rubrics

entered into TK 20

100% of faculty use at least one key assessment in TK20.

Program faculty seek out TK20 data to understand and improve their program


The effort to develop shared rubrics across programs yeilded meaningful discussion across programs

about entry, mid-point and exit criteria and assessment methods. Using one rubric across programs proved

difficult and was abandoned. The following outlines progress made in 2008-09.

1. FOUNDATIONS AND DIVERSITY: EDUC 360 faculty met regularly and established a shared rubric

and are testing that rubric against multiple assignments in the various sections offered. The KEY assessment

process is just underway for the EDUC 310 course. The data are not yet entered into TK20 as decisions

have yet to be made about the role of the EDUC 310 and 360 in teacher education assessment practices.

2. EDUCATIONAL LEADERSHIP: Ed Leadership faculty spent the fall semester algining curriculum

with NCATE, VDOE and appropriate SPA standards. Assessments are identified, rubrics are established

and students in ADSU 641: The Principalship submitted papers into TK20.

3. ADULT EDUCATION/HUMAN RESOURCE DEVELOPMENT: Faculty agree they wish to use

TK20 as the programs performance management database and will ask all students to enroll in the database

beginning fall 2009. KEY assessments are identified and rubrics established.

4. EDUCATIONAL TECHNOLOGY: A program design team, led by Karen Kellison worked throughout

the academic year to reframe the program. Revised and additional objectives are anticipated. The assessment

framework is being developed over the 2009 summer. It will be tested fall 2009.

2009-10

1. Ed Leadership used TK20 for its students

2. Ed Tech program approved. Assessments are ready for use in 2010-11 year.

3. AHRD ready to use TK20 and has had 2nd year students enroll in system

4. Ed Media and HRD minors not in system.

5. Unit not using EDUC 310 and 360 assessments in any fashion, thus designed and used assessments

not entered into system. Once approved, revised TESOL programming will use these assessments as

data for full admission into TESOL initial licesure program.

Use of Assessment/Evaluation Results for Program Improvement: TK20 reports will inform program decisions related to curriculum, sequence, content and focus.


Goal 8: 20060000008


Short Description: Contribute to PK21 and leadership development through workshops,

the Strategic Leadership PhD, research and writing related to technology, cognition and gaming.

Long Description: LTLE personnel have a wide range of expertise, useful in many

settings and contexts. Making this expertise available to working professionals aids the continued practices

used in schools and workplaces. To create distinctive programs in service to the development of the whole

student and to expand strategic alliances with external partners to meet area, regional, national and international

needs, resulting in more highly qualified educators, leaders, trainers, evaluators, leaders and technologists

to meet the learning needs of our increasingly diverse and complex society. Course delivery would stress

cohort experiences and consist of traditional, hybrid and online delivery.



Assessment / Evaluation Methods: Record of requests and responses

User surveys. Knowledge tests and performance tasks.

User satisfaction at 95%. Knowledge proficiency at 85% Performance Tasks at 95%


1. In spring 2009 Dr. Perritt was officially designated by the LTLE department head as PhD liaison replacing

this duty for her prior Educational Leadership Coordinator position, now held by Dr. John Kidd.

2. In spring and summer 2009 Dr. Kidd added 3 more Ed Leadership Outreach cohort programs, in Winchester/Fredrick

County, Harrisonburg/Rockingham County and Martinsville, VA. Total anticipated enrollment for fall

2009 is 60 students.

3. Dr. Wilcox is co-editing a book on Learning and Gaming, which includes chapters written by her colleagues

Drs. Estes, Kellison, and Randy Snow.

4. Drs. Griffin, Estes, Thall, Wilcox and Herr are providing support to students and teachers in Roanoke,

Harrisonburg and Richmond on social networking, reading and college preparation.

5. Drs. Kellison and Font are working on diversity programming at Harrisonburg High School with teachers

and students.

6. Dr Griffin continues to collaborate with COE faculty to provide diverse high school students with

diverse experiences. She and Dr. Slade planned a service trip to Welch, WV for Richmond students.

7. 21st Century programming provided for 260 HHS teachers to receive professional development at

conferences, workshops and a their school.

2009-10

Activities initiated:

1. Design and Implementation of Educational Games: Theoretical and Practical Perspectives (Premier

Reference Source) [Hardcover] by Dr. Pavel Zemliansky (Editor) and Dr. Diane Wilcox (Editor), which

includes chapters written by LTLE faculty Drs. Estes, Kellison, Thall and Professor Snow was published

and is available on Amazon and in the JMU Bookstore.

2. Drs. Estes, Thall, and Griffin are providing support to students and teachers in Harrisonburg on social

networking, reading and college preparation through the CLASS OF 2013 project.

3. Drs. Kellison and Font are working on diversity programming at Skyline Middle School with teachers

and students.

4. Dr Griffin continues to collaborate with COE faculty to provide diverse high school students with

diverse experiences, including the Dupont-funded Middle School Summer Leadership Academy.

5. 21st Century programming provided for 95 HHS teachers to receive professional development at conferences,

workshops and at their school.

6. 92 students are participating in Ed Leadership courses in 4 sites (winchester, Harrisonburg, Lexington,

Martinsville). Two additional sites, Augusta and Charlottesville are under investigation.

7. Dr. Thomas participated in the Arboretuem team and created an Environmental Education course.

8. Dr. Perritt moved to Leadership Studies. Relationship and communication about Educational Leadership

strand of the PhD has been weak since the move.

9. Drs. Wilcox, Kellison, and Estes regularly work with CIT personnel to extend their expertise through

CIT to JMU faculty. LTLE students participate in and support their own learning through these collaborations.

10. AHRD students work closely with Centennial Scholar programs and programming to extend positive

development research, strategies and practices to student success.

Data achieved:

1.Systems to centrally record requests, responses, survey users, assess satisfaction and proficiency are

under development. Course/program related results would be reported in the APT. Other results will

be reported here. Support is needed for creating and monitoring this system and for gathering and reporting

data.

2. Ms. Strawbridge, Director of Centennial Scholars, may retain data on student achievement and impact

of AHRD students and programming. We assess impact through Reading and Research or Thesis defense

by individual students, when their research relates to these programs.

3. Dr. Awansa-Ohsu, Diversity Programs Director, may have data on student achievement, enrollment

and impact of inputs on targeted outcomes. Dr. Estes is monitoring student progress and anticipates reporting

on outcomes at midpoint and conclusion. These data are not currently available for broader review.

4. Dr. C.J. Broderick, Sustainability Center Director and/or Dr. Carol Hurney, Center for Faculty Innovation

Director may have data on outcomes related to the Arboretuem team.

Use of Assessment/Evaluation Results for Program Improvement: Revise existing program content and update courses

Link current content with anticipated PhD content

Increase enrollement in LTLE and COE programs

Extend the name of JMU and its faculty expertise


Goal 9: 20060000009


Short Description: Encourage cultural and global competence through Social

Foundations and Diversity programming, the Career Development Academy, 21st Century Learning

Centers and school-based research.

Long Description: Continue Career Development Academy and 21st Century

partnerships

Develop certificates in Adult literacy, language and workforce development

To enhance the economic and cultural well-being of the Shenandoah Valley, the Commonwealth, and

the nation and to model productive activism for students and contribute to the profession of teaching,

we, as preparers of future educators, see a need for University faculty and students to recognize the roles

they can play as change agents in society. Addressing the needs of the community, the region, and of

the needy in society, as well as influencing federal, state, and local laws and policies that result in societal

inequalities, accentuates the impact that leaders can have in educational settings.



Assessment / Evaluation Methods: -USe National Reporting System and 21st

Learning Center Century program evaluations on efforts

-Certificates will be established, courses offered and enrollments will be sufficient to maintain certificate

offerings

-Use 5 year alumni survey and employer survey to assess value of experiences to long term endeavors


1. The CDA operates as the lead agency of the Harrisonburg 21st Century Learning Centers Coalition,

providing out-of-school and family learning opportunities for Harrisonburg students. It serves over 300

adults annually and has expanded offerings to school-aged children. Programming is offered at the schools

and many JMU students serve the CDA through internships, practica and service learning projects.

2. Due to personnel and leadership changes in Exceptional Education, the adult TESOL certificate program

is now on hold.

3. With Dr. MacGillivray's departure the Virginia Safe Schools office program was abandoned due to

lack of leadership.

2009-2010

1. CDA continues operations with growth of 15% annually. The Academy now serves over 300 adult

learners annually and provided services to 77 children of adult learners as a 21st Century Community

Learning Center. Four grants were submitted with no success. The Academy survived on Merck and

minimal 21st Century funding. Five grants have been submitted for 2010-11. Without at least one of

these grants being funded, the CDA could close due to lack of funding. Results of applications should

be known by September 1, 2010.

2. Dr. Wishon established the English Language Learning Academy this year, co directed by Drs. Desportes

and Foucar-Szocki. Faculty from the CDA, EXED and LTLE worked together to revise existing programs

and submit a new M.Ed concentration in Education, Equity and Multiculturalism. Revised programs

include a) Pk-12 initial TESOL licensure (4 year), b) Pk-12 initial TESOL licensure (post bac), c) non-licesnure

TESOL minor, d) non-licensure TESOL certificate.

Use of Assessment/Evaluation Results for Program Improvement: Cost analysis requires continued attention to funding sources. Unrestricted dollars are used to match

state and federal funding. Test analysis through the National Reporting System (NRS) informs instruction.

CDA is rated in the top 1/3 of programs in Virginia based upon the most recent VDOE report card. Adjust

hiring and support practices, as needed, to support more diverse faculty population.


Goal 13: 20060000013


Short Description: Increase grant, contract and donor-related activity to support faculty

research, student awards and service to the community.

Long Description: Resources exist to support faculty efforts within LTLE. LTLE

progams focus on Learning, Technology and Leadership Education with attention to diversity and social

issues. These areas of pursuit, both in application and research, are funded by government and foundation

sources. We will work together as a faculty and a department to maintain awareness of funding opportunities,

work with the COE Outreach Coordinator, the Office of Sponsored Programs and JMU Advancement

to secure external funding.



Assessment / Evaluation Methods: Number of applications submitted

Number of different faculty submitting applications

Number of applications awarded

Size of awards

Number of refunded efforts through continuing funder relationships

Accomplishments: In 2008-2009:

1. Ten different faculty and CDA staff submitted 20 applications with funding achieved for 50% for a

total of $988,000. Funded efforts supported the Career Development Academy, 21st Century Learning

Centers, Professor In Residence, Social Networking and Mentoring for Underrepresented high school

students, and Instructional Technology in Middle Schools.

2. The increase in the number of faculty submitting applications increased by 50%!

3. Faculty met with Mr. Kevin Weaver, JMU Development officer to discuss interests and funding.

4. Tracking of LTLE Foundation gifts was initiated.

In 2009-10

1. 18 grants and contracts were submitted by seven faculty. Five JMU Diversity and COE applications

were funded totalling $18,500. larger applications to the VDOE and USDE were not funded for the 1st

time in 5 years. Either competition was stronger, monies were not available, our applications were inferior

or local need was deemed insufficient. This was a difficult, disappointing year for external funding.

This did not disuade faculty, as 8 faculty have already participated in the submission of 12 applications

for 2010-11 and the year has yet to begin!

Use of Assessment/Evaluation Results for Program Improvement: Additonal funding provides depth and versatility. Faculty can extend their reach, research and service

with additional funding and additional relationships forged. Classroom instruction becomes richer due

to the engagement of faculty with external entities. More students receive recognition.

Other Accomplishments and Recognitions: -

Unit Challenges: 1. Lack of raises for all faculty and staff.

2. Low salaries for support staff

3. Integration of EDUC 310,360,370 in TE candidate admission and assessment

4. Lack of Ed Tech faculty and courses in TE preparation.

5. Lack of Ed Technology faculty involvement in verification of candidate technology proficiency for

initial licensure.

6. Need for a PC lab in Memorial Hall (Dr. Estes teaches 100% outside of Memorial due to lack of appropriate

facilites for Ed Tech courses)

7. Need for an annual budget allocation for Emerging Technologies and Instructional Feedback Labs.

8. Need space and personnel commitments for Career Development Academy

9. Lack of broad recognition and support for Instructional Design and Development as a growing field

of educational practice with employment needs locally, nationally and internationally, worthy of an undergraduate

major.

10. Lack of Provost's office data alignment with department data.

Objectives for next fiscal year (including objectives from assessment resultsand program reviews):

Addenda: -Advising Plans of Work (POW's) developed for TESOL programs

submitted by: foucar-szocki,diane l division of: academic ... · and write a thesis. educational...

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